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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1398729

How do students of different self-efficacy regulate learning in collaborative design activities? An epistemic network analysis (ENA) approach

Provisionally accepted
Peng Chen Peng Chen 1Dong Yang Dong Yang 2*Jari Lavonen Jari Lavonen 3Ahmed Hosny Ahmed Hosny 4Xin Tang Xin Tang 5
  • 1 Capital Normal University, Beijing, China
  • 2 Beijing Normal University, Zhuhai, Zhuhai, Guangdong Province, China
  • 3 University of Helsinki, Helsinki, Uusimaa, Finland
  • 4 Beijing Normal University, Beijing, Beijing Municipality, China
  • 5 Shanghai Jiao Tong University, Shanghai, Shanghai Municipality, China

The final, formatted version of the article will be published soon.

    Students' self-regulation skills and self-efficacy are linked to performance and are considered essential for lifelong learning. In this study, 60 students attending a university-level collaborative design course were recruited as participants. They were initially classified into three groups (high, mixed, and low self-efficacy (SE)) based on the initial test results. Then, students' written reflections were analyzed using epistemic network analysis (ENA), aiming to explore the characteristics and developmental trajectories of self-regulated learning (SRL). The results indicated that, compared with the other two groups, the high self-efficacy (HSE) group demonstrated (1) more behavioral characteristics of SRL in the performance and self-reflection stages, (2) an earlier development of interest in the task and recognition of its value during collaborative design activities, followed by the utilization of more cognitive and metacognitive strategies; and (3) an "anticipation-behaviorreflection" loop in the self-regulation process. Strategies for improving learners' SRL and future research directions were provided accordingly.

    Keywords: self-efficacy, self-regulated learning, Collaborative design activities, epistemic network analysis, characteristics and developmental trajectories

    Received: 10 Mar 2024; Accepted: 08 Jul 2024.

    Copyright: © 2024 Chen, Yang, Lavonen, Hosny and Tang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Dong Yang, Beijing Normal University, Zhuhai, Zhuhai, Guangdong Province, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.